INTELLIGENCE IN HANDWRITING

Advanced Course By: Felix Klein

If we are going to talk about Intelllgence, we must flrst of all

know what we and Dr. Max Pulver under stand about thls word. When
we say we understand one subject, we mean In a part'lcular sense;
The process of meanlngful perceptlon, or the perceptlon of the ^
meanlng of a subject Is the core of actlng Intelligent ly.
The greatness' of the Intellectual sensltlvlty depends on the structure
*

of the character of the person. There are two ways of thlnklng

(Intellectually) whlch..we.wlll define now.
Analytlcal Thlnklng
In the analytlcal way of thlnklng, the mlnd acts as a
dlvlder of a whole Into Its components, or parts.
Emplrlcal Thlnklng
In the emplrlcal way of thlnklng, the vlew of the observer
Is dlrected toward the subject and not toward the procedure
of thlnklng. (It depends on experlence or Observation.)

The Psychology by Assoclatlons Is only a pseudo-psychology. Part-

recognltlons are brought to the surface wlthout allowlng a systematlc,
progressive thlnklng. The thlnklng process composes, elther wlth
Its syntheslst functlons, or It decomposes In Its analytlcal way.

Here are some graphologlcal Indlcators of components of Intelllgence

In the handwrltlng.
A. CONNECTED WRITINCiS
Here Dr. Max Pulver remlnds you that the connected wrltlng
Indlcates a person who Is quick In maklng assoclatlons, but
thls alone Is not an Indlcatlon of Intelllgence. He does
concede, however, that It Is a good basls.
'..'.'. .
'

B. LETTER FORMATIONS
The Indlvldual fonnatlon of the letters, partlcularly the
tendericy toward the rlght, Is an Indlcatlon pf Intelllgence.
Thls forward move toward the rlght Is a wrltlng motlon whlch
a less Intelligent or less purposeful person cannot achleve.
A streng rlghtward motlon can sometlmes have an aggresslvely
Intelligent flavor to lt. Thls type of aggressive Intelllgence
Is commonly known.

C DIMINISHING LETTER SIZES

The analytlcal form of Intelllgence manlfests Itself graphlcally
In dlmlnlshlng slze of the letters wlthln a word, or wlthln
one wrltlng Impulse.

SIMPLIFIED FORMS
'

^'
D.
'

Thls Is another graphologlcal Indlcator of analytlcal Intelll-

gence. The analytlcal person wants to reach a goal. It Is
therefore allen" to hlm to spend tlme on ornamented forms.
 Inteliigence In Handwrltlng

^* RIGHT TREND
^^^^^
''''^^''''' ^a^« establlshed ae
Indlcator for tho ompirlcal Intelli ^^
^Üni^^^^'^V^^!?^'*^'''^
ß-encft oAr. vy^^Z
as an

The negative slde of the analytlcal

Intellln-enöe r^r.A^ »

purpose of eatlng lt. and then not

dolL so cLnhf.o??

Person delves into the matter f or the

Thls way only the se'.iLnol
solln,',^ J^ ^^^^ °^
EeSrii; oflnleTllLlltl^ll''^
Kept because the prlme conce-rn ic nr,^ «-t. •^"''®"''?;0"a-«-ity is
to get.rld öf the "I" un^«^ fnio l ^° «^^^P ^^^ matter, but
- cän-be Seen when the overdolng
o^eJdoln« of^^h^^r"''- G^^Phlcally. thls
of llleglblllty. of the fonns reaches the
level
F. DISTRIBUTION OF SPACE
It has been emphaslzed that a
part of mtelllgence, but It sense of n-r,^^^ -p^4» ^ necessary
Is onlv L^f
presslon of a sense öf order in i^t i,*. ^^® graphlc ex-
m hhZ l"telllgence
the dlstrlbutlon of snace ^r-^^ will be found
tlon between the word°^^J?:ran°J "°^"^^-
tSe^^S^LT^^Ad^^he^Ü

SL?Jerspacerbe%i??e"n'words'^J"?L^f ^^ ^°"^^ '' Judge.ent.

indlcate ^dlstnrhanct oflhi\otll^t\t^^^'^°^ rhythmlcal,
of Judgement of values. The lack ofnini^^^"®'
°'' ^ dlsturbance
Indlcates the lack of prooeJ unrf^T^cL^J?^ Spaces between words
wrlter who lacks sr^hroTploTllllTH^L'l .^"^^
necessary to Judge. In most cac,po ;itL ?
°.Ttl'
®°* ^^® .
dlstance
'
'

sldered a negative fact w?^J t^l thls alone must be con- ,

^an^wrltlngs of
hlghly creatfJe pers^ninil^s Thes^lr?? f
ductlve Impulses qultelrreguiarlvsn^^jf^^ ^tZ^ ^*^«^^ pro-/.
abundance of creatlve spuJtfth« ?.;>., ^oi^^"®^ ^^*^® Is such an
Order or rhythm. A lypical exampxe "P ^"^
of Beethoven.
example o?
of ?M«^rf^'^^^^
thls Is the handwrltlng

Accordlng to Pulver, the thlnklng by assoclatinr. v,o= „

but It can „ever get to the core'^of the ^aj?er
the followlng polnts to lllustrate thls
Sj hl^rel^ib?,'
establlshed
h .
 ) '

Intolllgence in Handwrltlng.
Page 3

1. The thlnklng (wlth the help) of assoclatlons, or by assoc-

latlon. In shortt the psychology of assoclatlons, does not
allow füll understandlng of the sense of the matter.
2. There are two ways of arrlvlng at the füll understandlng of a
matter through thlnklng.
a. ) Emplrlcal thlnklng
b. ) Analytlcal thlnklng
3. We ünderstand nox^r that a Clearing procoes Is neoessary, whlch
makes us sort faots aboüt matters and whlch can also be
achleved by puttlng parts and Information together that were
prevlously dlvlded.
4. We have also learned that keeplng order. the sortlng In the
thlnklng process, Is a basls for the Intelllgence. We should
emphaslze rlght here that the ordorly thlnklng - the keeplng
of Order In our mlnd - THE LOGIC - does not mean the llmlt of
the capaclty of the thlnklng process. V/e can. however. say
that loglc Is the prerequlslte for any productlve thlnklng/
It Is very Important for any higher form of thlnklng to be able
antlclpate the posslbllltles of the outcome. Thls antlclpatlon to
flrst mentloned,. m
Greek phllosophy. Is really the basls for the
phantaay 6f our Imagination. The experlence Is only ono half of
the creatlve mlnd. The other half conslsts malnly of Imaginative
powers. The graphlo expresslon for thls antlclpatlon In the
thlnklng process can be found when the flrst letter of a word
Stands by Itself , separated from the rest of the word In an
other-
wlse connected handwrltlng. But also dlrect loglcal connections
schooltype are Indlcatlons for synthetlc. productlve
thlnklrT
•

Thls antlclpatlon of thlngs or posslbllltles of outcome* or

IDEA ATTITUJDE, Is malnly Important for two functlonal reasons:

1. It glves dlrectlon to all useful observatlons In the

positive sclences and glves value to all Inductlon and
deductlon through dlscrlmlnatlng thlnklng.
2. It Is the startlng polnt for all phllosophlcal metaphyslcs
of whlch the final alm Is the recognltlon of the absolute
belng.

3.
'••,'
There is a posslble
" •
•
*

thlrd functlon of the IDEA ATTITÜDE.

•
.• ^
"

.
•
'

Thls Is the understandlng of an Indlvldual person. The'layman

may call thls Intuition, but wrongly so. (We will dlscuss
thls later.

Now we have reached the upper border of what we call Intelllgence

When we speak about the general Intelllgence of our fellow man, we
 «

Intelllgonce in Handwrlfclng
Page k

Hill bo mterested In hls actlve attentlvoness, If he Is quick

In understandlng, and If hls recoptlveness Is brlght,
and not
vu-^-^^S^^P^' ^'^ flnally. If he qulckly flnds the contact to
the thinklng of others.

Ease of comprehenslon, expressed by a llght, qulckly

movlng hand-
wrltlng speaks for a mlnd whlch adapts Itself to reallty
much frlctlon, If thls speed can be called too speedy wlthout
hasty, we still must conslder hls comprehenslon quick, or
but
riat Because of the haste the Influences cannot penetrate also
too
aeepiy. «

Now vre come to the next part of Intelllgence

SAGACITY. Webster
,
aeflnes thls as keenness of dlscernment or Judgement.
Shows sureness In the senseful executlon and the Saaacltv
Intentlons
.®°^:
„ffu °^ uhavlng
Sagacity moves sensefully sure In all matters
to be hampered by abstract llmltatlons and
^iio?"^^
related to any level of educatlon. . Is not

A dlstlnctlon can be made between practlcal and

theoretlcal
tof«^^^;..?^!^ ^""^ °^ aagaclty dlffer through the matters
toward whlch they are dlrected. but not through the
*"5*f'°^
degree
sagaclty. Sagaolty Is a glft of nature and can be found In of
Phase of Intellectual development. anv^
The graphlcal eipresslon may be found In
clear sharp stroVes at
'" "}tt^ crossstrokesf^ ?f ?he 1 dots
take ?he"?o^
the form of «n'^"' T^Grave
an Accent (h it can be
expresslon of a crltlcal vlew or of a negative consldered an
crltlcal te^Jency.
Intelllgence and sagaclty both recognlze the
essentlal The
llfference.
V.^lltV^ 1h. ^vf °"^^""^'^ Intelllgence develo^s through
'^'^^''^ ^^^^'^^^ ^^-"«^ acSte!'"^^'
sen^eJirex'eJSiSl-

Translated by Felix Klein from the German book INTELLIGENCE

^j.^i:.«oc IM
in
HANDWRITING by Dr. Max Pulver.
 THE EXPRESSION OF INTELLIGENCE
IN
HANDWRITING

"

If '

f>.«!!f\?**®™P* *° ^'o^™ a Judgement of the InfBlUr,«.,«

mtelligejnce ^
i^rom hls Script, of a wrlter
our foremost ta-ik i« t?^
"lovlng gesture of a
scrlnt aJd l« rt.^^^
«presses Itself In the
rounded shaplng of the letteJ« iL« J "^"^^ °°^® ^^ ^ sleek
and monotonois^sJrlp? ^°^"°- ^" ^ ^^Sl^i
onlJas
thlnklng process has uSlted to ?om«''.o"?i!^^''
concluslon
mobl???v k!S^ that the
«raphologlcal IndlcatSrf ofwSat'ie'^re Important
SlscutJing?"'
A. SPEED OF WRITING

limited „rltl„s spoed IndlcSj^

a'^Sw'ChÄI^'ir^S^L'.
B. SIMPLIFICATION
Thls shows that the wrlter hn<j ov,n < 4.,. ^
essentlal. the i-vi«
ablllty to recognlze the
If at th« ^fm« ?f
letter Is well accomS^lIhSI ihe '«^V?. T"?^^ ^^^P« °^ t^e
thought can be recSSSd S!?h.
compllcated shapes. whlch o«iv'^?ontrary^o°?hf^"'^^"''
^woi i °""^ thls, a use of
of a letter, polnt to a w^?^«^ u^^ unessential parts

importaSc^ 'M";e«?ss!iirL^?o?rrjfx?j •

^Sd^L^;;?.
c. INDIVIDUALITY OF LETTER SHAPES
-^*?lf.. Ä-lves wlthess to Indenend^vii- /^>.^~*^ i.,.
-i

impärt-lal Judgement. cilJS?n^?nV^f^^^^\*^°"S:ht and

llttle orlglnalltv in *^^ school method wlth
^««f f*.?^ brlngs
th« ^^"'^"^^tlng
thlnker lifo JiJS;^'' the stereotyped

D. SMALL FINE-JOINTED FORMS

??oSSt^lJfiJfaS?l%r?ruJd°^?3%f;rdSf"%^^ to orgam^ed
Large crude forms lndlca?e^n^cSl?u?ed
a lack of sensltlvltv of th*» m\«? ?nt^?!*?^^^;
mi5^,^"^®-^^®°* and
in the for. of loScIl
the connectlve wrltino-dedSlt?Jn'';y.SSllzeri?Llf
"^^^'-'^-^J-zes itself °?f in
TAr^A4-^A
spontaneous Seas.
level of the wrl?er!
Äe iseJull^H^^'^^^" P°^^^^ t°"«^<i
"^«^"^"«ss depend on the Intellectual

E. MEASURED FULLNESS

F. MEASURED MEAGERNESS
Intelllgence In HahdwrltlnÄ
Page 2 öf 2

G. A CtEAR AND SYSTEMATICAL ARRANGEMENT

Thls corresponds wlth Intellectual clarlty; dlsorderly
arrangement of the scrlpt. llne entanglements and at the
same tlme. llleglblllty polnt to obscure, or even con-
fused thlnklng.
Measured sharpness of the scrlpt Is employed by a marked
Intellect-
pasty wrltlng and Irregulär pressure relate to the Influence '

experlences of the Instlncts have on the thought process. that

Care In the executlon of the Indlvldual strokes polnts to

and preclslon also In the thlnklng process. accuracy
Negllgent
betrays dlsregard and Indlfference In thlnklng. as well wrltlng:
as In the
Horklng Performance.

^5^,^;.^®^^?*:^^" "^°^^^^^S a Script throws llght on the complexlty

of determlnlng the quantlty and quallty of Intelllgence.
A
dlylslon of these facts Is In order to galn an Inslght Into
thlnklng processes-and the efflclency of the Intellect the
general, vague dlstlnctlon of "Intelligent" or "not The
Intelligent"
becomes worthless, slnce thlnklng processes may slmultaneously
contaln positive as well as negative tralts.

-•s .,

"^^translated by Mrs. Eva R. Jacobs from a chapter

^Ü'^fu^'^^^"^®
Ol the German Book WIR DEUTEN DIE HANDSCHRIFT by Dirks Gottschalk.
 INTUITION
Advanced Couree By Felix Klein

The functlons of INTELLIGENCE and SAGACITY have nothing In common

JJith the functlon of INTUITION. The term Is very often mlsused.
*^ö of te-ndde'ntify "havlng a good feellng for
somethlng" wlth
Intuition. .

Intuition Is not an act of Intelllgence. It Is not based on

sense for factual matters. It Is not a form of understandlng
In llne wlth other comprehenslons. It Is not equal to havlng
Ideas, for Instance on the basls of comblnatlons of whlch the
Singular components are not obvlous.
Intuition Is the Intellectual comprehenslon and the ablllty to
understand clear phenomena and clear meanlngful Intentlons through
thelr self-evldent standlng In our consclous mlnd. Intuition
needs sureness, It should not be compared wlth comprehenslon of an
object. Intuition Is seelng, not comprehendlng.
Intuition can do the followlng: Through Its Inner slght. or better
through Its »'throughslght" It can understand complex correlatlon$
wlth one "stroke" In the fleld of art, the fleld of sclences, and
the fleld of human understandlng. Thls understandlng comes up ^-
.

wlthout prevlous experlence.

The Intuitive glft can best be descrlbed In the followlng way
An understandlng whlch remalned In the subconsclous mlnd suddenly
will, be brought to the consclous mlnd. Most llkely there Is a
remalnder of archalc attltude In Intuition. Intuition cannot
graphlcally be detected wlth any degree of certalnty. One indlcatlon
^ne lack of connections. Wherever thls is comblned wlth
a f. ir^J^ movlng.
llghtly colorless writing we can deduct a presentlment a
feellng for the latent, an antlclpatlon of the meanlng of a symptom.
In cases of exhaustlon and mental retardation and lack of writing
sklll (as for Instance In chlldren or uneducated grownups) a dls-
connected writing Is also present. But the "gestalt" is missing

•r^'*
 : ): :

GRAPHOLOGY
Advanced Course by: FHiLIX KLEIN

PICTURES OF HANDWHITING

We observe handwritinc: accordlnp; to four (^) major plctures. These

pictures are
A. Plcture of Motion
B. Plcture of Form
C. Plcture of Color
D. Plcture of Space
Each of the four pictures llsted above can In turn, be classlfled
,

by three major valuatlons. It Is by these valuatlons we make our

conslderatlons and analyses. The valuatlons are as f ollows

Stron;^;

Weak Dlsturbed
üur flrst dlscusslon concerns explanatlons of the three valuatlons
lllustrated above. Then we will dlscuss how they affect the four
{^r) wrltlnc: pictures of motlon. form, color, and' space, and how
these four pictures are related to each other as well as to the
valuatlons.

STHONG (DISTINCT) PICTURES

The plcture Is deflnltely developed above the school type, It
Indlcates the personallty of the wrlter Is free, unlnhlblted and
genuine. It seems to Impress one as belng llvely. Dlstlnct
pictures are usually not very obvlous. They «Ive one the Impression
of somethlng entlrely matter-of-fact and natural. The strenger the
plcture, the less obvlous It becomes.
WEAK PICTURES
The wrlting plcture Is In a state of underdevelopment. It Is
not far above the school type form. No Indlvlduallstlc tendency
is shown. uther characters are more developed than thls partlcular
characterlstlc (whlchever one we are conslderlnp: of the four).
DISTUHBED PICTURES
To recognlze the wrlting plcture as dlsturbed It must be nelther
weak nor streng. Reasons for thls could be
Wrlting lacklng In unlformlty
Indlcatlons of contradlctlons
Overdone or artlflclal
More eyecatchlng than the weak plcture
Handwrltlng often domlnated by the dlsturbance
(Partlcularly when dlsturbance has
reached a certaln degree.

**#*-n-*#^<.
 VICTURES OF HAhiUWRITING
Page 2

Now for our dlscusslon of the four (k) baslc plctures

and how they relate to each other. themselves,

PICTURE ÜF hüTION
executed plcture. Wrltlng Is frozen move-
2n.
ment. ^^ph"
Ther*'r^?Jf''^^5'
handKrltlng is also an exact record of the actual
move-
^^^ °^ ^^« wrltlng.
record we can ^^
^^""^ It IS the most accSJIte
^foLr^''^^^'^ make. Movement Is recognlzed by:
Strength
Dlverslty
Steerlng.
Because movements are restrlcted to' those forms we
our eye Is drawn more to the form than to the have learned.
wrltlng.
movement of the
We are bound to read the wrltlng.

PICTURE OF FORM
Thls is a consclously executed plcture. It depends on the person's
aglllty in wrltlnp:. It Is the mastery of the art of
Movement Is In the Service of the form to be wrltln?
one becomes accus tomed to the form, the more achleved. The ;ore
unconsclius the g^vins
^^' ^^^ quicker you wrlte. The more you live the movef
L^ The
ment l^""^ more
sure the stroke becomes. The «eneral flow of Ihe
deliberate. Then .comes the posslblllty tha?
t^li'^'^^^"-°'^%\u°''^
the plcture of the movement will come Into
prominence.
intertwlned as the form becomes more
free^°lesr"d^^w^n^"L^^^°'"^
iree, less "drawn", more spontaneous. We don't know where fn-rm

wrltlng. The movement then is only In the

slrvicP nf J^I r«i l

FICTUPIE OF COLO.R

^Ll •^^^^ ^ontrol whlch tolerates smearlness and blotches S^

S^r^rbi!d^?h^^^;^n^!\S^th'^r'^:?L"^ llTlaf T^'ll^' ^nlt^^ ts !^Ii 3 o .

TetietT.
whether r '"W'^ t;e^5r?t1:L°^Wh^'?h'er'Se"use'pie°sfürro?"'°'"^^
it is regulär pressure or Irregulär
pressure^nilso a factor
 PICTURPJS OF HANDWRITING

PICTURB OF SPACg
The precedlng three plctures are inseparable.
But the spaclal
picture necessltates a certaln quantlty of wrltlnfl-
A flllpd nn+-
plctu^e. Distribution of the'spice'on
available area Is'^^
ivI?liS'''''"^'% .^r^"
both a questlon of: '
f ^^ u i

ürderllness of the mlnd

Aesthetlo tastes.
These two factors are developed relatively late
in llfe
some people, however, thls development never occurs. Por

^ picture of color and movement in hls flrst

triJÄnL^^i^'^v,^^^
scrlbblinKs he has no cognizance of the picture of
wrltln^ or
?rwrn ir?i^"°H
to learn of ^" P^"^' " ^^ <^"^^"« ^<^*^°°1 that he Starts
form and to develop a sense of space. Chlldren must be
'""''"^'^ °" '^^ P^^«' These'diff
letter forms are more or less establlshed. louItieSexlst
afteVfett^r?
even after
Expression
'""' °™ '""vlduallty. and" thS^I^^^Jr^aut,
iiyirdt llti'lTlli.':'
Parts of the space picture are:
Distance between liries
iJirection of lines
Formation of paraßrraphs
Marß;ins
These Show the writer's adaptability to space,
of parts Of the wrlting to each other. and or the correlatinn
two words, his optical equilibrium. to
" the
<
i-ne wnoj.e S«e
whole page. ?n
in

These thln^s are not entirely separate from

movement form and
^"^ irregularity which is disturbance of mSv^men? caS also
^^i^f.'
influenae form, althou«.h ll«ht disturbances
of movement need not
influenae the form, but rather can be compensated
by lt.
Irregularity of wrlting can also be adjusted by
spacing Dis-
^°1°^ '""^t be very strong before^ihey can
in^lu^n^f tl
influence the ^^r,^"'^
picture of space. •
 / \

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f

BRAIN hOVErttlNT CENTriR
PALLIDICAL INFLUENCES.
Hyperklnesia (qulckness)
Emphasis on movement
Abundance of movements
Increase of movements
Ease of movement
Unrestful movement
Stprmy movements
Uncontrolled movements .
To & Fro Initial
movements
Irregularlty of the
handwritlng
Fluctuatlng vrrltlng
Elements, unevenness
Llvellness, expanslon
Released writing impul.
Dlsturbance of writing
path & distrlbu, of
coordlnatlon, mvmt.
Slips
Drlvlng or hurrled
movements
Inexact forms
Uncertalnty of form
Dlsintegratlon of form
Des'tructlon of form
Heduced leglbillty
TA bi^^b TU DtlTtLHl^iut: Tnr;
hHAinWHlTlNG COM PLKXKS (INKLUENCKS)
BHAIN MüVEMKHT CüNfnuL
bRAIN DIRr:CTIÜN C=--:NT!';ri
STRIARDIC INPLUeNi;3ü BRAIN DIHFCTION CC-mp^c l
SÜBCüHTICAL INFLUKN' :Eii
CORTICAL INFLUr:;' .j
SS?"!.?" IL'rir^^','
Hypoklnesla (slovmess)
"''
'"ff"""'' ""M
iiHther>;morft
lmEBi
calra
Dlmlnlshlng movements Regula ted movements
.Dellberate- or:;tlred - (vith
l^oor In movements diminishinor livellness
Reductlon In movement •movements
^^>:>j[)lastlc
Intensity of movement
')
I^lvelylto dynaralc -
Inhlblted movements Concentration of mvmts.
elastlc movements
To and Fro reducing Tendency for to & fro Predominance of (almed)
movements Singular movements
.
:
movements (either as a dlrect
result of cortlcal
klnetic innovatlon or
indirectly as an Iso-
lation of the to and
fro movement) .
Dlfflculty In continuous
JUlIllCUltV CnnhIrmmiQ i.v,^w.
" •
Evenness
movements, hesitations Guidance of the writing
Re.OTlarity of the vmtlng
Uncertalnty, stopping Impulses in the sense
Impulses
Slackeninp: of writing of preservation or in
Impulses (corrections, the sense of «restalt
addltional piece-ons) Suppresslon of instlnct-
RHYTHM AS INFLUENCED BY OIFFERhlNT BRATA- rv.MDr ^-vp.. ive movement sllps
Dlsturbance of writing
Rhythmic, undisturbed
'
becondary coordlnation
path &* distrlbu. of course, good (prlmary)
coordlnation, lack of Differentiated and
coordlnation detailed course
elan üse of elastlc Vibration
Limitation of cursary Mechanical and beat-llke
movements course if rhythm Is
Lack of dynamic tightness reduced
FORMS AS INFLUh'NCKD BY OIFFERSNT BHATtJ COMHTK V
Reductlon of forms
hlS
ünpretentlous, llvely and Willingness for form
Curtailment of forms simple forras
Poorness of form A. Form reduction throiu-^h
Integration of form and
Rlgldlty of forms shortenin«: of wrltin^r
movement
Stereotype forms path with limltatlon
Softness of form to fluid-
Schooltype or monotonous of essential licratures
Ity of form B. Schooltype, unlforra,
or Infantile forms
clear forms, form-
stren^rth, ex.actre ss,
good legibillty
c Individuality in form
to eccentriclty of
form style
D. hobilitv of form
Page 1 to
variety overdolng of
 PALLIDICAL INFLUENC£S STRIARDIC INFLUENCES SUBCÜRTICAL INFLUßNCES CORTICAL INFLUENCES
SPACE AS INFLUENCED BY DIFFERENT RRAIN CQMPLEXES
Indlf ference to space Insecurlty in space (not
^ipacial confusion Balanced writlng or dense Individual relat i onsh l p
knowing hov/ to handle) writinR picture to Space
Helplessness towards space Without individual (Space means more than
To lose one»s way in relationship to space somethinp: for one"s
space practica! use)
or
Assault or violatlon of
Space
or
Schema tic conventlonal
use of Space
CONTRACTI ON-RELEASE AS INFLUENCED BY DIFFERENT BRAIN COMPLEXSS
Pallidical releases and Striardic contraction
contractlons Medium contraction with Cortical contraction
tendency towards ex- tendency to, or
ieductlon of connections pressive angles or ex- oripcin of release
rendency to thread pressive arcades or to
supported connections
SPEED AS INFLUENCED BY D IFFERENT BRAIN CQMPLEXES
rendency to. expressive Expressive slowness No extreme indicators
speed & connectedness Logical, theoretical Div
Narrowness - Meagerness Partlcularly Smallness slmpllf i-
,
Zither expressive height Smallness - Upright slant Medium speed cation, speed, mostly
with a tendency to Left slant Soft connections thread or mobile gar-
narrowness or expres- Tendency to left trend (Garlands, soft angles
*
lands
sive width with a ten- through lack of right Medium size to larger
dency to smallness Lack of pressure, up-
movements Vital connectedness) right, emphasis on
rendency to right slant Tendency to larger Spaces Tendency to small diff- Upper Zone.
and right trend between words erences between Upper Ethical Division
rendency to expressive Tendency to small diff- & Lower Zones Tendency to regulär Ity
differences in length erences in Upper and Moderate f ullness Narrowness Sc slowness
& height of zones Lower lengths partlcularly in the Often upright
General centrifugallty General centrepedality Middle Zone Always uniforn conn-
partlcularly in a small (roll in & roll out) Emphasis on longer ections
writing Ne.o;lect of Upper & Lower length Aesthetic Division
Sither lack of pressure Zones Warm & regulär color Tendency to good divi-
or uneven pressure - Tendency to expressive Right slant sion of Space & or-
both expressive lack of pressure iginal treatment of
Occasional pressure con- space
gestions Large, f ullness of
Rigidity in pressure f orms
, expressive
Displaced pressure pastosity
Tendency to operate
small differences In
Upper Sc Lower Zones

Page z
I
 : .

study Guide 1.

A STUDY OF PSYCHOLOGY FOR THE GRAPHOLOGIST:

PERSONALITY THEORIES

BY: Felix Klein

The fields of psycho logy and personality theory are strictly separated.

There are four areas of influenae on personality theorles

1. Clinical Observation:
( Charcot, Janet, Freud^ Jung, McDougall)

2. Gestalt tradition:
( William Stern)

Experimental psychology:
(Learning theory)

Psychometric approach.

^//hy was there a split between psychology and personality theory?

1. Personality theorist have been rebels among psychologists

They allowed Intuition and detailed interpretation of
clinical testing.

2. Personality theorist believed in functional orientation»

(while psychologist were investigating: imageless thoughts,
speed of nerve iirrpulses and localized functions of the braln)
Personality theorists were interested why:

a.) Individuais developed crippling neurotic Symptoms in

absence of organic pathology.
b.) Role of childhood trauma in adult adjustment.
c.) Conditions under which mental health could be regained.
d.) The major motivations that were responsible for human
behavior. (Psychology theorists disregarded motivation)
(Personality theorists to become interested in m.otivation
were: Freud and McDougall.)

What is Personality?

1,) Personality relates to social skills.

(Can his "personality" result in a positive reaction in a
variety of circumstances and with a variety of individuals?)
2.) Personality relates to the Impression we create on others
(The stronger the Impression on more individ\aal5 the higher
is the evaluation of the personality.)
("Agressive- submissive- fearful personality".)

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Page 2.

Definitions of Personality.

Psychologlsts have given many definitions of the word "personality."

G.W. Allport Trade a survey and found almost fifty such definitions.
Two groiips are inrportant to us

1.) Biosocial definitions.

Similar to populär interpretation-characterizes personality
as "social Stimulus value" The reaction of others determines
.

the subject's personality.

2.) Biophysical definitions.

Sioggests that "personality roots firmly in characteristics
or qualities." Personality has an organic as well as a
perceptive side. Certain qualities are underlining the
personality and these qualities may be objectively described
and neasured.
Other dfinitions:

Omnibus definition:
The term personality is used in listing ever^/thing that can
describe a person.
Integretive definition:
Seems to emphasize the integretive or organizational functions
of personality.
Adjiistment definition:
Flnds the most inrportant factor of personality to be the
degree of ability to ad just.
Iftiique definition:
Find the most important point the individual behavior. Also
those things that are distinctive- making us different from
others and finally
Essence definition:
Indicates that personality refers to the parts that are most
representive of the individual.
Concluding: "Personality is defined by the particular empirical concepts which
are part of the theory of personality employed by the observer."

Any theory on personality must be consistant of related ass\amptions conceming

important empirical facts which must be so compehensive as to be ready to deal
with any human behavior and even be capable of predicting human reactions in
any given Situation.

More detailed infonnation on the subject can be found:

G. W. Allport: Personality, a Psychological Interpretation. 1937.
" " Pattem and Growth in Personality, 19d1
:

I. G. Sarason: Personality: an objective Approach, N.Y. Wlley, 1966 .

I. Sarnoff: Personality Dynamics and Develpment, N.Y. Wiley, 1962.

 study Guide XI.
(Page 1.)

Psychology f or Graphologists By Felix Klein

Henry Murray *s Personology.

Henry Murray was born in New York City on May 13, 1893- He made his M.D. at
Columbia and after a period in biochemistry he decided to Visit Carl Jung in
Zürich. Murray wrote about this dramatic Visit:

"The great floodgates of the vonder world swung open, and I saw things that
rny philosophy had never dreamt of Within a month a score of bi-horned problems
.

were resolved, and I vent off decided on depth psychology. I had exx)erienced
the unconscious, soinething not to be drawn out of books (Murray 19^0-ppl52-'53)'.'

Back in the U.S.A. he was chosen to teach psychology at harvard Univers ity. This
institution was committed to unconventional psychology and the founder of this
psychological clinic, Morton Price, feit that Murray was the proper choice. Murray
was a founding member of the Boston Psychoanalytic Society. A group of young people
selected by Murray enabled hiir. to conduct experiments on Freud 's theory. He left
Harvard in 19^3 to Join the Army Medical Corps where he judged men for their ability
to serve in dangerous missions. In 19^7 be returned to Harvard. He was appointed
Professor of clinical psychology in 1950 and emeritus professor in 1962. In addition
to his deep interest for psychology, Murray showed extended involvement with such
conternporary problems as the abolition of war, the creation of a world state, im-
provement of human relations (also for two people as in friendship or marriage and
the creation of a new religion with an eirrphasis on the positive values

That Murray is strongly influenced by psychoanalysis is indicated when he writes

I visualize (just as I visualize the activity of his internal organs) a flow

of powerful subjective life, conscious and unconscious; a whispering gallery
in which voices echo froiri the distant past; a gulf stream of fantasies with
floating memories of past events, currents of contending complexes, plots and
counterplots , hopeful intimations and ideals. To a neurologist such perspec-
tives are absurd, archaic, tender minded; but in truth they are rauch c los er
to the actualities of inner life than are his own neat diagrams of ref lex
arcs and nerve anastoinoses A personality is a füll Congress of orators and
.

pressure groups, of children, demagogues, communists, isolationists, war-

mongers,- mugwuinps, grafters, log-rollers, lobbyists, Caesars and Chris ts,
Machiavellis and Judases , Tories and Promethean revolutionists And a psycholo-
.

gist who does not know this in himself , whose mind is locked against the flux
of images and feelings, should be encouraged to make friends, by being
psychoanalyzed, with the various members of his household (Murray, 19^0, ppl6l)*.'

Murray defines personality this way: Personality is the governing organ of the body,
an institution, which, from birth to death is ceaselessly engaged in transformative
functional Operations.

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 study Guide XI.
(Page 2.)

He further explains:

" A Personality at any designated moment of its history is the then-existing

brainlocated imperceptible and problematical hierarchical Constitution of an
individual*s entire complex stock of interrelated substance-dependent and
structure-dependent psychological properties (elementary, associational, and
organizational) ."

With regard to these definitions there are, according to Murray, four definite
criterions to personality:
1.) Personality is sornething abstract (although relating to emperical events).
It largely depends on the views of the theorist.
2.) Personality refers to a series of events. It is considered ideal if this
series remains more or less constant throughout life. Murray says: "The
history of personality is personality."
3.) Personality relates both to the constant and repetitous elements of be-
havior and the new and unique ones
k,) Personality is capable of organizing and leading the individual. It can
provide order, it can encourage integretion of the impulses and con-
straints

As to the functions of personality, Miirray writes:

.... the general functions of personality are to exercise its processes, to

»I

express itself , to learn to generate and reduce insistent need-tension, to

form serial programs for the attainment of distant goals and , finally, to
lessen or resolve conflicts by forming schedules which more nearly permit
the frictionless appeasement of its major needs."

h^urray thoroughly believes that biological factors are involved in personality.

We find that he writes:

"Personality may be biologically defined as the governing organ, or superor-

dinate inistitution, of the body. As such, it is located in the brain. No
brain, no personality."

Already in 1938, Murray wrote the following with regard to the brain functions as
the major criteria for the functioning of personality:

"...since all complex adaptive behavior is evidently co-ordinated by excita-

tions in the brain, the unity of the Organismus development and behavior can
be explained only by referring to organizations occiiring in this region. It
is brain processes, rather than those in the rest of the body, which are of
special interest to the psychologist."

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 study L^uide XII.
(Page 1.)

Psychology for üraphologlsts. üy Felix Klein,

Henry Hurra/s Personology, (cont.;

Murray speaks of "formulation of personality" when personality is described by a

psychologist, This would indicate that personality never is completed but always is
in a State of development.
He describes "Serial Programs" as subgoals, eventually leading to a desired end. Also
emphasized are "schedules" representing devices for reducing conflict among competing
needs, To Murray abilities and achievement are important parts of personality,

ßasically Murray agrees with Freud 's conception of the Id, the Ägo and the Superego,
He believed that the Id contains both good and evil Impulses but also that the Im-
pulses vaxy in strength with different individuals hence making it more difficult
for one person to control them then for onother individual, As to the Ego- it has to
arrange schedules it must excercise it's power to select the manner in which other
motives are to appear. In Murray *s theory just as in Freud *s the Superego must be re-
garded a cultural implant,

Dynamics of Personology,

The focal point of Murray *s personology is his emphasis on motivation, The study of
man 's directional tendencies holds the key to the understanding of human behavior. In
Order to perceive directionality one must understand such concepts as: need, press,
tension reduction, thema, need integrate, unity thema sind regnancy.
'
Need is a construct (a convenient fiction or hypothetical concept) which Stands for
a force,,, in the brain region, a force which organizes perception, apperception, in-
tellection, conation and action in such a way as to trajisform in a certain direction an
existing, unsatisfying Situation." (Wurray, 193Ö.)

A need can occur on the ba^is oft

1,) the effect or end result of behavior
2.) the particulax pattem or mode of behavior involved
3.) the selective attention and response to a particular class of Stimulus
objects,
k,) the expression of a particular emotion or affect, and
5,) the expression of satisf action when a paurticular effect is achieved or
disappointment when the effect is not achieved,

List of needs according to Murray aind short definitionsi

Abasement To subrait passively to external force, To accept injury, blame,

criticism, punishment, To surrender, To become resigned to fate, To
admit inferiority, error, wrongdoing, or defeat, To confess suid atone,
To blame, belittle, or mutilate the seif, To seek amd enjoy pain,
punishment, illness, and misfortune.

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Study Guide XII,

(Page 2.)

Achievement To accomplish soraething difficult, To master, manipulate, or organize

physical objects, human beings, or ideas. to do this as rapidly and as
independently as possible, To overcome obstacles and attain a high
stajidard. To excel oneself, To rival and surpass others. To increase
self-regard by the successful exercise of talent.
Affiliation To draw near and enjoyably co-operate or reciprocate vrith an allied
other (an other who resembles the subject or who likes the subject)
To please and win affection of a cathected object. To adhere and reraain
loyal to a friend.
Aggression To overcome Opposition forcefully. To fight, To revenge an injury. To
attack, in jure, or kill stnother, To oppose forcefully or punish another.
Autonoray To get free, shake off restraint, braJce out of confinement. To resist
coercion and restriction. To avoid or quit activities prescribed by do-
mineering authorities. To be independent and free to act according to
Impulse, To be unattached, irresponsible , To defy Convention,
Gounteraction To master or make up for a failure by restriving. To obliterate a humi-
liation by resumed action. To overcome weaknesses, to repress fecir, To
efface a dishonor by action, To search for obstacles and difficulties
to overcome. To maintain selfrespect and pride on a high level.
Defendajice To defend the seif against assault, criticism, and blame, To conceal or
justify a misdeed, failure, or humiliation. To vindicate the ego.(To
Dcference admire and support a superior. To praise, honor or eulogize. To yield
eaigerly to the influence of an allied other, To eraulate an examplar, To
conform to custom,
Dominance To control one's human environment, To influence or direct the behavior
of others by Suggestion, seduction, persuation, or command. To
dissuade, restrain, or prohibit.
Sxhibition To make aji Impression. To be seen and heard, To excite, sunaze, fascinate,
entertain, shock, intrigue, amuse, or entice others.
HairmavoidaLnce To avoid pain, physical injury, lllness and death, To escape from a
dangerous Situation. To teüce precautionary measures,
Infavoidance To avoid humiliation. To quit erabarrassing situations or to avoid con-
ditions which may lead to belittlement: the scorn, derision or in-
difference of others, To refrain from action because of the feau: of
failure.
Nurturance To give sympathy and gratify the needs of a helpless object: am Infant
or any object that is weak, disabled, tired, inexperienced, infirm,
defeated, humlliated, lonely, dejected, sick, mentally confused. To
assist an object in danger, To feed, help, support, console, protect,
comfort, nurse, heal.
Order To put things in order, To achieve cleanliness, axrangement, orgami-
zation, balance, neatness, tidiness, amd precision.
Play To act for "fun" without further purpose, To like to laugh ajid make
jokes, To seek enjoyable relaixation of stress, To participate in games,
Sports, dancing, drinking paxties, csirds.
Rejection To seperate oneself from a negatively cathected object. To exclude,
abandon, expel, or remain indifferent to ain inferior object. To
snub or jilt an object.

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study Guide XII.

''Page 3.)

List of Needs cor.ti'^ued.

Se^tierce To seek and enjoy se^suous Impressions.

Sex To forT and further an erotic relati onshlp. To have sexual intercourse,
Succorance To have one's needs gratlfled by the svrpathetic aid of an allied ob^iect.
To be nursed, supported, sustained, surrounded, protected, loved, advised,
gulded, indulged, forgiven, consoled. To reirain close to a devoted
protector. To always have a supporter.
Understanding To ask and answer general questions. To be interested in theory, to
speculate, for^ulate, analyze, and generalize.

Press While need indicates an inner function deteririning behavior, press represents
the iTportant factors concerning the environnent.
1. p Family Intupport 4. p Retention, Withholding Obfeas
a. Culcural Discord 5. p Rejection, Unconcern, and Scom
b. Family Discord 6. p Rival, GDmpeting Contemporary
c. Capricious Discipline 7. p Birth of Sibling
a. Parental Separation 8. p Aggression
e. Absence of Paretit Mother
Fathcr, a. Maltreatment by Eider Male, Eider Femalc
f. Parental Ulness: Father, Mother b. Maltreatment by Contemporariei
Death of Parent Fathcr. Mother
: c. Quarrelsome Contemporariei
h. Inferior Parent: Father, Mother 9. p Dominance, Coercion, and Prohibition
i. Dissimilar Parent: Father Mother a. Ditcipline

j. Poverty b. Religious Training

k. Unsettled Home 10. p Nurturancc, Indulgcnce

p Danger or Misfortune 11. p Succorance, Demands for Tenderness
a. Physical Insupport, Height 12. p Deference, Praise, Recognition
b. Water 13. p Affiliation, Friendahips

c. Aloneness, Darkness 14. pSex

d. Inclement Weather, Lightning a. Exposure
e Fire b. Seduction; Homosexual, Heterosexual

f. Accidcnt c. Parental Intercourse

g. Animai 15 p Deception or Betrayal

p Lack or Loss 16. p Infenority
a. of Nounshmenc a. Physjcal

b. of Posscssions b. Social

c. of Companionshjp c. Incellectual

d of Variety

• Adapted from Murray, 1938, pp 291-292.

Regnant Processes A regnant process is the physiological byproduct of a dominant

psychological process

> -X -y ^ ¥- * -X -X • -K- -K- )<-

^ -it -K -Jf **

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study Guide II.

Psychology for Qraphologists 3Y FELIX KLEIN

Sigmund Freud 's Psychoanalytic Theory,

Psychology emerged as an Independent scientific discipline in the middle of last

Century, Its duty was to analyze the consciousness of the normal human adult,
Opposition arose alraost immediately and from various directions, One ^oup of
psychologists rea^oned that direct awareness was due to patterns of configuration
rather then the joining of Clements,

Freud said, in controversy with conventional psychology, that the mind can be
compared to an iceberg, The small part above the water represents the conscious
mind while the much larger paxt balow the water could be likened to the unconsciousness
In that unconscious mind we can findi
It) urges
2.) Passions
3t) repressed ideas
k,) repressed feelings,
These are unseen but vital forces which largely Infi ue nee and control the conscious
thoughts, Freud explored for forty years the unconscious mind through free association.
He developed, what is belleved to be, the first comprehensive theory of personal Jty,

Sigmund Freud was born in Moravia May 6, I856 and he died in London September 23» 1939.
Almost 80 years of his life he spent in Vienna, He gra/3uated from the medical school
of the University of Vienna in 1881 without any Intention to practice medicine. He
married Martha Bernays and had six children with her, Due to the growing family and
the economic necessity he had to go into practiseof medicine, He quickly speciallzed
in the treatment for nervous disorders, To improve his skill he studied a year with
the famous French psychiatrist Jean Chacot, Chacot used hypnosis in the treatment of
hysteria and Freud tried this also, However, Freud found this method to be unsatis-
factory, At that time he heard about a Viennese physician, Joseph Breuer, who used
talking about the Symptoms excluslvely, When Freud collaborated with Breuer he found
that the method was satisfartory, (1895)« A split between the two men came soon, be-
cause they could not agree on the importance of the sexual conflicts as a cause to
hysteria, Left to himself he developed the basis for psychoanalysis with his first
major workf The Interpretation of Dreams (1900)* This, other books and articles
brought him to the attention of the whole world and soon he found himself Surround ed
by such men ais Ernest Jones of Snglajid, Carl Jung of Zuerich, A.A. Brill of New York,
Sandor Ferenczi of Budapest, Karl Abraham of Berlin and Alfred Adler of Vienna. Jung
and Adler later seperated from the group and developed their own theories,

Freud divided personality into three parts«

1.) The id
2.) The ego
3.) The superego,

Freud determined that each of the three areas of personality has its own functions,
and that it is impossible to seperate them, Any form of behavior is influenced by
all three groups to a larger or lesser degree. Never is there one of the three
components responsible for one form of behavior excluslvely.

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 study Guide II.
(Page 2)

The ID,

We are bomwlth the ID. Everythlng that we Inherlt Is In the Id, our Instincts
whlch are pari of our herltage. The ID stays In close contact with all body functlons.
The ID recelves Its energy directly from the body. The lü does not know objectlva
reallty. It cannot accept Increased energy commlng through extemal Stimulation or
internal excitement, This energy, above the toleration level, is feit as tension
which
the ID automatically reduces what is called the pleasure orinciple .

by two
This imbalance of the energy level within the ID is effectively counteracted
processest
1.) Reflex action
2.) Primary process.

Reflex actions are well known as for instant sneezing of blinking ones eyes. There
t

of
are many such reactions within our System, designed to provide immediate relief
tension.

The primary process is much more complicated requirin^^ psychological processes. Ä

typical example is the reaction of seing Images of food when we feel hunger, However,
the primary processes cannot, by themselves, reduce tension. The Image of food cannot
still the hunger.

The EGO.

The first function of the EGO is to differentiate between the Image and the actual
perception. The ID produces the Image of food because of the feeling of hunger. The
EGO tranposes the imstge into the world of reality, to provide the food for the
satisfaction of the need, The big step from the ID to the EGO Is the distinction
between the things in the mind ajid the things in the outer world.

There are two basic principles governing the EGOt

The reality principle tries to hold back tension created by the need until the
appropriate means for the satisfaction of the needs are found. It is also a function
of the reality principle to forgo, at least teraporarily, the pleasure principle
until such time when the appropriate objects are found and the tension thereby
reduced, The reality principle must distinguish between a true auid a false experience,
The pleasure principle is only interested in determining whether an experience is
painful or pleasurable,

The secondary process' main function is to produce a plan for the satisfaction of the
need through realistic thinking, The hungry person, experiencing the need for food is
cognitive of a place where he may find food, To look in that place is called i reality
testing .
The Ego Controls all intellectual functions, all higher mental processes, all augment-
ation of action, selection of Stimuli from the outside world he will respond to and
the decisin what instinct will be satisf ied ajid in what way, The EGO cannot exist
without the ID. It must be regarded as the Organizer of the ID. EGO 's sole provider
of power is the ID. Another of the EGO 's objective is to maintain llfe and to
reproduce the species,

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study Guide II.

(Page 3)

The SUPEREGO,

This thlrd system Starts developln^ in chlldhood. The parents teil the
chlld what
is right and what is wrong and the chlld reglsters the result of
bis actlons and
the reactlons he ellclts, One actlon may get him a reward and
another may bring
hlm punlshment. In thls way the chlld learns what Is "good" and what
Is "bad". The
SUPSRSGO then becomes the guardlan of tradltlonal values and morallstlc attltudes.

There are two Subsystems of the 3UP2REG0i

1.) The Gonsclence,

Sverythlng the parents declare as wrong (fortlfled by punlshment) the chlld reglsters
In hls consclence. If a person does somethlng agalnst the establlshed
rules regle tered
In the consclence, the consclence retallates by inaklng hlm feel ^jllty.

2.) The Ego-Ideal

Vfhen wedo somethlng for whlch we prevlously have been rewarded wo reglster thls In
the System of the ego-ldeal. The person that does somethlng "good" Is belng rewarded
by the ego-ldeal by maklng hlm feel pyeud of hlmself

Durlng the maturlng process the control of the parents Is gradually replaced by
self-control,

There are three major functlons of the SUPERBGOi

1.) Attempts to Inhlblt the Impulses of the ID, partlcularly those of a sexual
and/or agresslve nature.
2.) Attempts to persuade the EGO to Substitute morallstlc goals for reallstlc
ones and
3.) trles to persuade the EGO to alm for perfectlon,

The SUPEREGO seems to be In Opposition to the ID and the EGO.

Whlle the EGO slmply wants to postpone Instlnctual gratlflcatlon the SUPEREGO
wants to block It permanently, «««--_«

The ID, the EGO and the SUPEREGO are worklng together In the well adjusted person.
Although they are govemed by dlfferent princlples they will work In harmony.
Generally speakingi
The ID represents the blologlcal part of personall ty.
The EGO represents the psychologlcal part of personall ty,
The SUPEREGO represents the social part of personall ty.
•JHHI-»»»»» M « II H

Transposing thls Into graphologyi

The ID Is to be found in the lower zone .
The EGO may be seen In the middle zone .
The SUPEREQO may be found in the upper zone
There Is also a relationship betwaen the right slant and the ID, the uprlght and
the EGO and the left slant and the SUPEREGO,
MMIiMMMIiMIlMMMW

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 study Guide III.
( Page 1.)

Psychology for Graphologists By Felix Klein.

During his studies in the medical field Freud observed that it was generally
accepted that all energies needed to provide the proper functioning of the body
were
Coming from the food consumed- It was customary to name the energy according
to
the function it was supposed to perform. It was therefore quite logical
that he
called the energy needed for the thlnking and the memory processes psychic
: energy.

It was also well known at that time that energy could never be lost in the
cosmic.
However, Freud understood that it was entirely possible to produce psychic
energy
fron a physiological source. The reverse procedure is also possible.
The area where
such transfornations are possible is the ID. It is being done through its
instincts.

Instinct.

Definition: Instinct is an inborn psychological representation of an inner somatic

source of exe itation. (Hall-Gardner)

In our daily language we call a psychological representation a wish arid a

bodily excitation a need. """ ~~"
The wish becorres the behavioral motive. If this is true, the instincts are the
basis for personallty. The instincts are the force behind the drives; they are also
responsible for the direction these drives are taking. We must realize that the
instincts exercise at least partial control over our behavior. A practicle exarnple:
A hungry person will be strongly influenced by Stimuli of food while a person with*
a sexual "need" will be aro\ised by erotic Stimulation.

An instinct has four different distinctive areas

1. Source
)

2.) Aim
3.) Object
k, ) Im,petus

The source is the actual need that we inst inet ively feel.
The aim is to abolish the bodily excitation. In the case of hungry person the attempt
must be made to decrease nutritional deficiency by eating food.
Everything that occiors from the moment of the appearance of a wish until the satisfac-
tion can be achieved, falls under the category of the object. Additionally the area of
the object also includes the behavioral tendencies caused by the particular wish. In
the case of the hungry person, it includes the multitude of preparational activities
until final consummation can be achieved.
The stronger the need the stronger the Impetus or the force of the instinct. The longer
the feeling of hunger has persisted the stronger is the force that carries the hungry
person toward food. Should the satisfaction of the hunger be delayed to such an extent
that physical weakness sets in, the impetus will not be able to overcomie this weak-
ness

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study Guide III.

(page 2)

It was established that an inst inet demands appropriate action. Once this action is
accomplished a reduction of tension is achieved. Looking at it from a different point
of View we have to recognize that it is the goal of the instinct to return to a pre-
vioiasly established State. Therefore, the fulfillment of the need rrust be terr^ed:
regressive.

The appearance of an instinct and the subsequent counteraction returns the individual
to a relative calm. For this reason the Instinct may be cons idered as conservative.

Another aspect of instinct is, what Freud called: repetition compulsion. However,
the same expression is also used when the mode of instinct satisf action does not
appear to be appropriate, for instance: a baby sucking its thumb because it is hungry.

If an individual cannot find an object for the satisfaction of his instinctual need he
can, if the tension becomes too great, seek another object or even a different kind of
object. We call this a Substitution or instinct derivation. A baby, seeking sexuL.1
gratification will manipulate his sexual organs If prevented froir. doing so the child
.

may starb playing wlth his toes This, however, will not change the need for sexual
.

gratification at all!

We can distinguish between different instincts:

Life instinct encompasses all life preserving functions like hunger, thirst and sex.
The driving force behind the live instinct is called libido.
The area of life instinct that Fre\ad was mostly concerned about was the instinct of
sex. There are many areas of the body that can initiate an erotic wish. A collective
expression for all these areas is erogenous zones

Freudfs basis for his death instinct was the theory ofFechner which asserts that all
organic, living processes have a tendency to return to the inorganic State. In this
way it is possible to understand Freud*s famous expression: "Das Ziel alles Lebens ist
der Tod." (The goal of all life is death.)

An integral part of the death instinct is the agressive drive.

"Agressiveness is self-destruction turned outward against Substitute objects."
Both life and death instinct often work band in band. The act of eating combines
hunger ( a life instinct ) with destructiveness ( a death instinct ) represented by
biting, chewlng and swallowing.
Love is a life instinct capable of neutralizing bäte, a death instinct.

The instincts can be found in the lower zone. Instincts unfulfilled, tend to
emphasize the lower zone by in an unslghtly way. An imbalance will be obvious
Extreme angularity in the lower loops may also indicate the frictlon caused by
the neglect of the instincts. A possible additional indicator for this may be
frlctional indications in the Upper zone( super e go )

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 study Guide IV.
(Page 1.)

Psychology for Graphologlsts By Felix Klein.

As mentioned before, the sole soarce of psychic energy is the ID. It is important
to note that the ID uses its energy for the purpose of reflex actions and wish-
fulfillment byiroducing Images. The psychic energy is easily transferable and
when the need for an action is given the energy is transferred to the EGO and
the Chain of action begins The ID is not able to distinguish betveen objects
.

and images. The EGO must help out. To demonstrate this point: the babies will
take almost anything within their reach into their mouth when they are himgry.

The psychic energy to be made available for an action or image is called

instinctual object choic^. The actual transferal of the psychic energy is called
identification.

Because the only way instinctual gratification can be obtained is through the
EGO, more and more energy is drawn from the ID. Actually the Ego can then use
this psychic energy for other purposes then instinct gratification, for example:
Perception, memory, judgement, dicrimination, abstraction and reasoning to a
higher level of development.

Psychic energy imist also be used by the EGO to prvent the ID from acting im-
pulsively and irretionally. The object choice is also called object cathexis.
The Controlling forces are called anticathexes If the ID becomes too insistant
.

upon gratification the EGO builds up defenses which again require psychic energy.

The SUPEREGO receives psychic energy from the ID also. The process is established
early in life through the parents or parents Substitutes. They transfer to the
child what is proper as far as society is concerned. The child receiving that
kind of information develops the SUPEREGO. However, the regulating factor is
the EGO. Drastic changes of energy distribution are common in the first twenty
years of life. The balancing of the available energy supposedly occurs with
the maturing process.

Whenever psychic energy gets to be unavailable becaiase of the preoccupation in

one of the three areas it is, according to Freud, the work of psychoanalysis
to reorganize the interplay of psychic energy between the ID, the EGO and the
SUPERBGO.

Anxiety.

The outside world does not only satisfy the needs, it also represents danger.
A person*s reaction to danger is fear. If there is too much fear which cannot
be controlled by the EGO it reacts with anxiety. According to Frevid there are
three types of anxietles:

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 study Guide IV.
(Page 2.)

1.) Reality Anxiety

2.) Neurotic Anxiety
3.) Moral Anxiety

Reality Anxiety must be considered the basic one. It is the reaction toward
danger f rom the outs ide

Neirrotic Anxiety is the. fear that it may not be possible to control the im-
pulses of the ID, causing the person to be punished

A well developed SUPEREGO causes the growing of the conscience. The fear of ones
conscience is called moral anxiety .

Anxiety is a warning of irapending danger. Uneffective dealing with anxiety is

calles traumatic of vhich the blrth trauma is the ear liest one. The baby being
born is exposed to influences that he is not capable of handling. Only a very
protected period allows the development of the EGO which is capable of dealing
with the arising situations.

Freui determined that personality was developing according to four sources of

tension:
1.) Physiological growth processes
2.) Frustrations
3.) Conflicts
k.) Threats.

When a child finds that a grown-up person is better equipped to reduce tension
then he can, he imitates that person. In the early childhood this outs ide person
usually is one parent. Freud did not like the word "imitate". He feit that
"identifying" better characterizes the process Most of the identifications are
.

done unconsciously.

When a certain object is needed for the satisfaction of an instinct and such
an object cannot be found the person seeks a Substitute object in order to relief
the tension. However, the Substitution rarely has the same effect as the real
object has. As a result of this there is a buildup of tension. This may cause
a definite behavior pattern motivated by this excess tension.

Continuous displacements of object choices which produce higher cultural

acpievements are called sublimations

If anxiety is reaching a load too high to be tolerated, the EGO may react with
measiires that Freud called: defense mechanisms

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 study Guide V,
(page 1.)

Psvchology for Grauholo^sts, By Felix Klein,

Defense Mechanisras,

Freud recognizes flve tyoes of defense mechanismst

1.) Repression
2.) Projection
3,} Reaction formatlon
k,j Fixation
5t) Regression

When a person fears that an object choice may cause too much trouble for W.m he
represses the need, This process of repression is a part of the function of the ßGO.
However, the item that was repressed retums to the ID. Repressions are capable of
interfering with the most primitive body functlons, A man may become impotent because
of fear of the sex Impulse, Many of these repressions occur in childhood and it is
most difficult to return them to the conscious m3.nd (SGO) where they could be tested
as to their reallty.

The process, by which neuro tic or moral anxiety is transferred into an actual fear
is called Dro.iection,

When an Impulse produces anxiety a person can, on a conscious level, replace the
Impulse with its opposlte, This process is called reaction formation. Love turns to
hate,

If, during the varbus stages of the development of a child toward maturity, the
following stage becomes overloaded with anxiety the child blocks the passage to that
st^ge, This is called fixation,

It is also possible to retum to a previous stage of development, This is called

regression. Both fixation and regression can never clearly produce a complete
seperation of the developmental stages, The person will rather react in a child ish
or immature way. Particularly when he is faced with rejection, his behavioral reaction
will tend to immitate a chlldish form of reaction.

Freud not only had devided personality into the ID, the BGO and the SUPSRSGO, he also
determined that there are three reglons, Consciousness, preconsclousness and un-
consciousness, Preconsciousness oonsists of material which one becomes conscious only
when the need develops,

Freud considered the first five years of life as most important for the final
developrnent of the mature person,
There are four stages
1.) The Oral Stage 3.) The Phallic Stage
2.) The Anal Stage 4,) The Genital Stage

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 study Guide V.
( Page 2 )

Freud believed that the first three developmental stages

followed each other closely.
Then there is a long period of waltlng for the onset of
p^ysical changes which would
indlcate the starting of the final maturing stage. the
genital period. He called the
ilrst three stages pregenltal stages.

The first stage is the Oral Sta.^e, The source of pleasure

is the mouth and the eatlng.
Later, when the chlld has teeth the blting and chewing
become additional nleasures. If
a person of mature age had dlfficultles in this period
of development he my dlsplace
the pleasure of eatlng Into dlfferent areas as for Instancei
the pleasure of kaowledge
or the pleasure of possesslons, A very gulllble person could
have had dlfficultles in
that period also, Our language recognlzes this fact by
sayingi "He swallows everythlngl"
Because of the extreme dependency in this stage dlfficultles inay
lead to extreme
dependency in the grownup years. The most extreme Symptom of the
dlfficulty in the
oral stage is the desire to return to the womb,

Gradually the Infant becomes aware of the rellef caused by the

expulslon of the feces
once the pressure upon the anal spincters becomes too great. This
Signals the start of
the Anal Sta^e, Durlng the second year of llfe the parents
usually start with tollet
trainlng. If the mother is too rigid in her method the chlld
may develop a retentlve
character. The holdlng back of the feces may Influence seemlngly
unrelated areas and
the person may develop obstlnancy and/or stlnglness. The
objectlon of the chlld to the
rigid methoci of tollet trainlng by the mother may get the chlld to
ex^ell the feces at
the most unopportune moment and later in llfe may develop
character traits llket cruelty '
destractiveness, temper tantrums and extreme dlsorderllness. The mother
that nleads too
much with the chlld may Implant undue importance to the process, but
may also^reate
an alr for creatlvity and productlveness,

When the functionlng of the genital organs comes into the foreground
the Phalllc Stage
begins, The chlld •& pleasure in erotic phantasies and masturbatlon
orlginates the
Oedlpus Gomolex, The name comes from the klng of Thebes who killed his father
and
marrled his mothor. Generally speaking the Oedlpus Gomplex is a development
of an
attachment for the parent of the opposlte sex. A chlld of either sex Starts out
by the
string attachment to the mother due to the dependency. Kowever, durlng the
Phalllc
Stage the development of the male and the female chlld is very dlfferent.

The male chlld perslsts in the love for the mother but Starts to hate the
father. He
fears that the father may castrate him because of the love for the mother.
Freud*called
this the Gastratio n Anxiety. This castratlon anxiety has the tendency to
reduce the
desire toward the mother and the boy begins to identify with the father. Freud
sald
thati "The 3UPBRSG0 is the helr of the male oedlpus complex."

The oedlpus complex in a girl depeiiids very much on the degree of disappointment
when
she discovers that she has somethlng "mlsslng". Penis envy is the female
counterpart
to the castratlon anxiety, It seems that the oedlpus complex is more
perslstant in glrls,
The factor of represslon of the desire for the father is not so streng. Freud
believed
that there is blsexuality in every person and blological tests have shown that
male and
female sex hormons are present in both sexes. This is the basis for homosexuallty
although this remains latent in most of the cases,

'Whlle thepregenltal stages are more selfdlrected, the genital sta/^e finds the yo^^^
person being attached to others for altrulstlc reasons, This period is
characterlzed by
dlfferent soclallzing methods, group activitles, vocatlonal planning and
preparations
for the starting of a family. The Important Single factor of the genital
stage is
reproduction. According to Freud the genital stage is not a stage in
Itself but rather
a summery of all the previous stages. The final personallty depends
on the contributlons
of all four stages.
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 . :

study Guide VIII

(Page 1.)

Psychology f or Graphologists By Felix Klein

Social Psychological Theories.

Alfred Adler.

Alfred Adler was born in Vienna in I87O and died on a lecture tour in scotlard in
1937. He received a iredical degree in I895 fron: the University of Vienna and started
out speciallzing in Ophthamology (eyes) and later became a general practioner.
He finally went into psychiatry. Adler was a charter member of the Psychoanalytic
Society and later was to become its President. He too developed different ideas
froTT those of Freud and others in the society. When his views became
known, his resig-
nation frorr the presidency was unavoidable and was followed by a complete detach-
nent from the Freudian group a few inonth later. He formed a new group which was
known under the title of "Individual Psychology". He served in the Austrian Ariry
as a physician and he developed an interest in child guidance upon his return from
the Service in World War I. An experimental school in Vienna applied his theories on
education. In I935 he settled in the United States and becaire a professor of
Medical Psychology at the Long Island College of Medicine. Of the more than hundred
books and articles he wrote the one best known is "The Practice and Theory of
:

Individual Psychology" 1927.

T^mile Freud believed that personality is mostly influenced by inborn instincts and
Jung put a strong emphasis on the archet-v^pes , Adler thought that the governing
factor of Personality are the social urges This factor was overlooked both by
.

Freud and Jung and it must be regarded a great contribution to the development of
Personality theory. Another of Adler »s contribution was his theory of the "creative
seif." If the creative seif does not find conditions suitable to develop, it will
search for experiences to fulfill the needs for an individual life style. The third
criteria eiriphasized by Adler was the uniqueness of personality. It was Adler *s con-
tent ion that each personality was composed of
1.) Motives 2.) Traits 3.) Interests k.) Values
Talking about values he pointed out that it was not sex that was the dominant
factor but rather the social one that developed the individual life style. He be-
lieved that man satisfies his sexual needs according to the individual life style
and not that his sexual needs determine his life style.
The foiorth consideration of Adler was his emphasis on the consciousness of perso n-
ality which represented a complete reversal of the theory of Freud.
There are six basic concepts to Adlers *s theory:
1.) Fictional finalism h.) Social interests
2.) Striving for super! ority 5.) Style of life
3.) Inferiority feeling and compensation. 6.) The creative seif

The fictional finalism comes to Adler from the influence of Hans Vaihinger who de-
clared that man is strongly influenced by purely fictional ideas, characterized by
such phrases as " All men are created equal" or "honesty is the best policy" or
:

"the end Justifies the means."

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study Guide VIII.

(Page 2)

Adler believed that such phrases are of great inportance in our relationship toward
our ovn future. Adler did not believe in predestination. He thought that the final-
istic attitude was derived froir. man*s flctional goaLs The belief that virtuousness
.

will p;et rran to heaven and sinning to hell ^ay be a strongly determining factor for
the attitude he takes

Striving for superiority. The ^eaning of the word superiority should not bring to
n^ind: distinction, leadership or a high position in society. Adlers contention of
siperiority is close to the concept of the "seif" of Jung. Superiority ment to Adler
the füll realization of one*s potential. He clearly saw that one*s physical develop-
^-ent r:ust coincide with one*s mental one. Ever:>d:hing depends on this! The strive for
superiority or perfection is inborn, it is part of life, it is life! It is this in-
born striving that carries us fron one stage of development to another.

Inferiorlty feelings and cornpensation.

Adler was interested to find the reason why one person may develop an inferiority in
one organ while somebody eise will be afflicted in a different area. At that tiire he
still was a general practitioner. Later he realized that the origin for this pheno-
mena was to be found in heredity or in an abnormal development. Man would often over-
come such inferiorities by exercising and training. A perfect example was Demostenes
who stuttered as a child and later hecame the greatest orator. Similar rules apply to
feelings of inferiority due to a sense of incompletion or imperfection. Adler did
not think inferiority feelings to be something negative. He thought that these condi-
tions were the motivation for improvement. Exaggerated feelings of inferiority may be
the result of pampering or rejacting the child. This then would be called: Inferiori-
ty complex AND MY VERY WELL RESULT IN A COMPENSATORY SUPERIOR CCMPLEX.

Social Interest in the sense of Adler is not fully described by such components as
co-operation, interpersonal and social relations, identification with the group
emphathy etc. The social interest must be the goal of a perfect society. Adler wrote:
"Social interest is the true and inevitable cornpensation for all the natural weak-
nesses of individual human beings." Social interst is inborn. The child from his first
day of life co-operates with his mother.

The style of life is developed early in childhood between the age of four and five
years. It is the whole personality influencing parts of it. The child already becomes
aware of his shortcomlngs A dull child will attempt to be outstanding intellectually.
.

Napoleon developed his life style because he was so Short and Hitler *s quest for
World domination was due to his sexual impotence. All this seemed too simple to Adler
and he went one step further and found:
The creative seif. This was Adler 's culmination. This was the concept he was looking
for. All the other concepts of personality had to be fitted into this one. The
creative seif is the combination of one*s heredity and one*s experience. Adler writes:
"Heredity only endows him with certain abilities. Environment only gives him certain
impressions. These abilities and impressions, and the manner in which he *experiences
them-that is to say, the interpretation he makes of these experiences- are the bricks
or in other words his attitude toward life, which determines this relationship to the
outside World."

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 study Guide VIII.
(Page 3)

Adler »s theory is truly humanistic and very rriuch different froT. Freud »s psycho-
anal:.rbic theory. The rrain feature of Adler »s theory lies in his belief in mar »3 abili-
ty to shape his own destiny.

Adler recor,rized the iii^portance of the order of hirth with regard to personality. The
first one, due to his favored position in the family receives a lot of attention, Thls
Position changes drastically with the birth of a second child. Before becorring the
':;iddle-one, he already has to compete with the first born which rnakes him arrhitlous.
The third child is the spoiled-one.

Adler also Dut inportance to early child nemories in order to determine the personali-
ty. A girl, reflecting on her childhood said: "When I was three years old my father..'.'
indicating that she was more interested in the father than in the mother.

Adler traced difficulties in the adult's life style to three factors in childhood.
1.) Children with inferiorities
2.) spoiled children
3.) neglected children
Basically all three groups produce a wrong concept of the world around thern with the
result of a pathological life style.

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 study Guide IX.
(page 1.)

Psychology for Graphologists, ßy FaBlix Klein

Brich Fromm,

Erich Fromm was born in Frajikfurt, Germany in 1900, He received his PH.D, ftom
the University of Heidelberg. He was trained in psychoanalysis in Munich and
Berlin. Brich Fromm was strongly influenced by the writings of Karl r^airx. His
basic concept deals with the lonliness of man. The title of the book describing
the steady increase of maui's freedom and man 's lonliness isi •'Bscape from Freedom,**
(19M). This book was written while the Nazi dictatorship wais in pro^ess aind
explains the need of such a totalitarism, It is the people's need to be led,
However, Fromm is quick to point out that no form of society has yet been created
that resolves "the basic contradictions of man,*' He wrotet
"The understanding of man 's psyche must be based on the analysis of man 's needs
stemming from the conditions of his existence."

Actually there are five basic needs of mani

1.) The need for relatedness
2.) The need for transcendence
3.) The need for rootedness
4,^ The need for identity
5.) The need for a frame of orientation,

The need for relatedness (or frame of devotion) ("Revolution of Hope", I968) is
created by the loss of ajiimal-like abilities to do instinctively what nature
requires, Through his powers of reasoning and imagination man was able to create
his own modes of relationship, the most satisfying being the ones based on pro-
ductive love.

The need for transcendence is man*s need to elevate himself above the animal level.
He wants to be creative, If he is prevented in this desire he becomes destructive,
The opinion that love and hate aire only one step apart is thoroughly shared by From*.
Both love and hate are expressions serving the purpose of selfelevation,

The need for rootedness starts with the dependency of the child to the mother and
finds different forms of expression in the mature age. In fact, if this form of
dependency remains for too long it must be regarded as an unnatural fixation. In his
adulthood man needs to belong. In its highest form, it becomes man 's feeling of
brotherhood for other men and women,

The need for identity is our ever present desire to be different from others, to be
an individual, If we are prevented in this endeavor we are substltuting by identi-
fying ourselves with a group or as a Citizen with the country,

The need for a frame of orientation is the need to have a steady and conslstant
method by which the outside world can be perceived and understood, This method can
be rational or irrational and very often contains both these qualifications within
its frame work.

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 study Guide IX.
(Page 2.)

Fromm describes originally five character types:

The productlve type is th6 önly positive one. The receptive, the exploitive^ the
hoarding and the market ing types are to be considered negative. Later Fromm added
two more types, the necrophi Iotas, attracted by death and the biophilous, characterized
by his love for life.

Fromm is very much concerned with man 's relation to society. He proposes foirr convin-
cing suggestions:
1.) Man has an essential, inborn nature,
2.) society is created by man in order to fulfill this essential nature
3.) no society which has yet been devised meets the basic needs of man*s
existence
k,) it is possible to create such a society.

Relating to such a society he vrites : It is one

"... in which man relates to man lovingly, in which he is rooted in bonds of

brotherliness and solidarity a society which gives him the possibility of
;

transcending nature by creating rather than by destroying, in which everyone gains

a sense of seif by experiencing himself as the subject of his power rather than by
conformity, in which a System of orientation and devotion exists without man's
needing to distort reality and to worship idols." (1955).

He even created a narne for such a society: Humanis tic Commiinitarian Socielism.

Karen Horney.

Karen Horney was born in Hamburg, Germany September l6, I885. She died in New York
City on December h, 1952. Her original training was in the field ofmedi eine also.
She wrote: "My conviction, expressed in a nutshell, is that psychoanalysis should
outgrow the limitations set by its being an instivistic and a genetic psychology."

She lists ten basic needs, which, due to their irrational way of solving, must be
considered "neurotic."

1,^ The neurot ic need f or affection and approval

2TT
2.) The neurotic need for a "partner who will take over one 's life.
3.) The neurotic need to restrict one 's life within narrow bordersT
h.) The neurotic need for power.
5.) The neurotic need to exploit others
6,) The neurotic need for prestige.
7.; The neurotic need for personal admiration.
ö.) The neurotic ambition for personal achievement.
9.) The neurotic neeäL for seif --suff iciency and independence.
10.) The neurotic need for perfection and unassailabilityT"

Later on Karen Horney listed these ten needs under three categories:
1 ) Moving toward people
.

2.) Moving away from people

3.) Moving against people.
These three categories seem to be reflected in the three types of slants in
graphology.

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study Guide X.
(Page 1.)

Psychology for Grapholog! sts . By Felix Klein

Harry Stack Sullivan.

Harry Stack Sullivan was born Near Norwich, New York on Februai^ 21, I892 and
died in Paris January ik, 19^9. Re acquired bis medical degree from the Chicago
College of Medicine and Surgery in 1917. After serving in World War I and later
in the Public Health Service he became interested in neuropsychiatry due to the
influence of William Alanson White. After conducting intensive clinical investi-
gationß into schizophenia he opened an Office on Park Avenue in New York City.

Sullivan became known for bis Interpersonal Theory of Psychiatry which he des-
cribed as "the relatively enduring pattern of recurrent interpersonal situations
which characterize a human life." There was a denial on his part of the possibi-
lity of isolating personality. He reasoned that personality can only be under-
stood in an interpersonal Situation. An individual cannot exist apart from his
relations to other people. Despite the fact that Sullivan gives personality only
a hypothetical Status, he nevertheless divides it into three parts

1.) Dynajnism
2.) Personificatlons
3.) Cognitive processes

Dynamism is "the relatively enduring pattern of energy transforraations, which

recurrently characterize the organism in its duration as a living being."
Dynamism is a behavioral pattern which always recurs. It could be public speaking,
or it coiild be thinking or phantasizing. The important characteristic of the
dynfiunism is the factor of recurrance and therefor can be compared to the comwion-
ly used expression "habit". Dynamisms are typical of our interpersonal relations.
A child being afraid of any stranger is experiencing a dynamism of fear. A man
making it a habit of displaying hostility toward one person or a group of people
is showing a dynamism of malvolence. The usual reason for the appearance of a
dynamism is the fulfillraent of a need. However, the dynamism resülting from anxiety
is called dynamism of seif or seif System.

Anxiety is a result of interpersonal relations. Originally derived from the mother,

it later occurs in life whenever one 's security is threatened. In order to deal
with such threats the person develops protective measures and controls over his
behavior. In order to avoid to be punished the child will conform to the wishes
of the parents These security measures are the seif System. The seif System is
.

needed to reduce anxiety but it also reduces one 's ability to live constructively
with others.

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 study Guide X.
(Page 2.)

Personif ication is the Image we have of ourselves or of other persons It is

.

coinposed of a multitude of experiences with need-satisfaction and anxiety. There

is a definite tendency toward a "good" picture if the interpersonal relationship
can be identified with some need-satisfaction. Any interpersonal relationship
causing anxiety will tend to make the picture a negarlive one. These pictvcres are
rarely truly descriptive of the people they represent. When we form thera we do not
take into consideration all the facts and therefor produce the image with incon-
clusive inf ormations However, these pictures seem to persist and strongly influence
.

our attitude toward people. A child may very well identify his father with a mean
dictator, thereby reducing anxiety. That picture may persist and be transferred to
all men and thereby interfere with proper relationships in mature life. Similarly
do we form pictures about ourselves. Rewarding interpersonal experiences will pro-
duce a "good-rae" picture. Interpersonal experiences filled with anxiety will produce
a "bad-me" picture of oneself Going in either direction would have the tendency of
.

detracting from proper selfevaluation.

Personif ications that are identical with many people are called stereotypes.
Examples for such types in the Western World are: the absent minded professor, the
unconventional artist and the hard-headed businessman.

Cognitive processes According to Sullivan we gain experiences in three different

.

ways:
1.) Prototactic
2 ) Parataxic
.

3.) Syntaxic

Prototactic Cognition occurs when the person is in a sensitive State of receptivity.

The images flowing thro\igh the mind may be entirely unrelated and still can pro-
duce a meaningful experience. A typical example for prototactic Cognition is the
sraall baby. Prototactive Cognition is the basis for the other two forms of Cogni-
tion.

Parataxic Cognition finds a relationship between incidents occtaring at about the

same time although they cannot logically be related to each other. A famous example
is the Story of the Czech writer Franz Kafka who described a dog in a fenced-in
enclosure. At one time when the dog lifted his leg to urinate a bone was thrown in
at the exact moment. The dog related these two incidents (parataxic Cognition) and
thereafter lifted one hindleg whenever there was a feeling of hunger. All supersti-
tions are examples of parataxic thinking.

The highest form of Cognition is syntaxy When a number of people agree upon a
.

certain meaning for a certain symbol we call this syntaxic Cognition. Words and
numbers eire typical examples. This form of Cognition enables people to comnmnicate
with each other. Syntaxic Cognition produces logical order among experiences.

Sullivan also emphasizes the importance of foresight as part of the cognitive

processes. For this man needs the memory of the past and the proper interpretation
of the present.
HXXMXKKXXKXXXXÄ
Graphologically speaking it would appear that the higher style evaluation would
indicate a higher ability of syntaxic Cognition.

-22-
NSG Lecture Review October 13, 1990 Carole F. Schuler

FREUD, JUNG and ADLER

Felix Klein

Because a working knowledge of psychology is essential for handwriting analysis, Felix Klein
demonstrated how to correlate classical psycholog/s most pertinent theories with present-day
graphology. Freud's insights into the unconsdous, he pointed out, laid foundations which Jung and
Adler further artlculated along divergent paths, each establishing tremendously valuable principles on
human motivation and development.

Among grapholog/s most powerful tools is Freud's dlscovery that one's ability to reach his
potential depends on how well the ego apportions energy among the psychic functions called id, ego
and superego. (See CSchuler's Vol 15 for review ofMr. Kleines füll lecture on this.) Balanced distribution
is the key to higher development However, by understanding the role of each of id, ego and
superego, graphologists can recognize from the writing whlch function receives too much energy and
which too little, thereby pinpointing the imbalance blocking self-realization.

Reviewing each function, Felix described the id as an inbom storehouse of drive energy. Its
function is to provide power and impetus to meet the individual's needs. It knows only the tension
of energy-build up and then the pleasure of release when the need is met. Not guided by reason -
- but by the pleasure principle - it seeks only the quiekest mode of release. Existing on the

unconscious Icvel, it operates through imagination and, when triggered by hunger, the id tries to
relieve the tension by creating mental images of food, unable distinguish ils fantasy from fact.

Powerful and creative as it is, the id would in its innocence likely destroy the individual with such
impractical Solutions, were it not for down-to-carth guidance from a conscious ego whose primary
function is to test reality through purposeful action, tracking down a physical counterpart for the
mental image of food, and generally satisfying needs with foresight, planning, Organization and reason
— the reality principle.

With the our only energy source, the ego must take energy away from this unconscious
id as
process to dcvelop attributes which serve conscious ego purposes, such as perception, discretion,
judgment, Organization and the means to delay tension-release until appropriate means are found. To
assist it, the ego creates a superego for restraining impulses that are not appropriate. The superego
uses the conscience to create guilt feelings when behavior runs counter to what approved by
is

authority, and it uses the e go-ideal to create a sense of pride when behavior comports with that lauded
by authority.

Developing gradually throughout childhood, the ego is bom only when the infant's attention
emerges from engulfment in the id, to respond to extemal reality - such as its mother. The more
secure the infant, the greater its extemal focus and the stronger the ego's hold on reality. Only streng
egos function wisely cnough to take and balance the energy between ego development, superego
restraint and id spontaneity.

Adult Personalities still dominated by the id imply oral-stage insecurity; tend to be impractical,
imaginative, lequiring immediate satisfactions, incapable of long-term planning, and unlikely to foresee
consequences. As with drug addicts and criminals, a poorly guided id may find quiekest release of
tension only on the level of destructiveness. Id writings emphasize movement; poor spadng shows
weak ego Organization^ and little regularity shows weak superego control.

xZ^t-^" c<^ l^^oJ^^

<:Ut-

, /^^^/^>
 By the same tokcn, overly controlled writing shows too much cnergy given to the superego, düe
to insecurity in the anal stage, showing mislrust of natural Impulses.

t7 ^^äV7\;.
^Pf^i / i (Pf^j K
^-

J. U llQf l ihu
g
The ego that hoarcb energy is also insecure for depletes the id to develop
it menUI and
manipulaüve abiUües, but never uses these abiliües to release
the id on a higher plane ~ remaining
underdeveloped in relaüonships and emoüons. Wriüngs
may show Huidity, stunted lower zone and
d^sturbed spacing.
^^f .-^^ ^^ ^
-J-
^ 1<^^ c^^^ V
p^ U Ui^ J^
1

Swiss psychologist Carl Jung saw in the unconsdous mind not just
repressed material but
universally shared concepts and psychic tendencies, daüng back
to man's beginnings. Among them,
the persona or social masque represents acccptable attitudes, while its counterpart, the shadow,
represents socially rejected and repressed desires, personified in dreams as hostile figures. The
collective image of woman, the anima, is carried unconsciously in a man's mind, determining his
perception of the opposite sex, while the male archelype in a woman's miiKl is her animus .

To Jung, the ego as center of consciousness must be developed in the first half of life, while the
Seif as center of unconscious tendencies toward wholeness, should be the focus of the 2nd half.

Jung found that most people cmphasized one of 4 psychological functions (thinking, feeling,
sensing and Intuition) more than the others. Each of these may be introverted, (that is using objective
World mainly to serve one's focus on inner world) or extroverted (valuing subjective reality only
where it reinforces objective reality). Extraverted thinking types are fascinated by facts, and organize
them logically. To introverted thinkers, the fact is less important than its relationship to the thinker's
own theories. Both undervalue their emotions. Felix used Alfred Adler's script to show writing traits
of the thinken sober, simpliHed, small, original, connected, meager lower zone.

-f »^

Adler -».«^^ . ^l ^^^-..-ti/4. ^ /-»-e-^PÄ.^ /^

The extroverted feeUng type (large, garlanded, right-slanted) cxpresses feelings casily, needs a
counterpart and may become dependent; it is harder for the introverted feeling type to show warmth
and passion openly and some express their feelings in art. AtUchment makes them both past-
oriented, seen in left trend. If introverted, the writing is less expansive.

varm,
easy contact
/S'-ö-^jC'^ (^.<f>njhu )A.<3^u A^<y/^ /^^ c<^

Sensate types adapt so toUlly to the present, they cannot leam much from past experience.
Introverted sensate types are more self-involved and more resentful of criticism. Sensate writing is
 paslose, compact, can be stylizcd
and has strong Iower zone.
• 0)

t^Ä*^i^ V<_ o
>i
4>

\ <«^
C/Cii.oV. <!
Intuiüves perceive «alily psychically,
ihriving on new ideas and can
onented Introverted intuiüves tend no. to be both pasl and futu^
levels Veca^e ttev "^ 7o'
realize U,eir ideas on pracücal

disconnected, sunplified, füll, uneven mth extended or original upper zone.

Jung's Script exemplif.es

Jung

the intuitive. Felix recommended the bock, Psychetypes, by Michael Malone (See C. Schuler's illus-
trated reviezvs of Harry Chase's 2 lectures based on the hook - Vol 3 Revieivs and Convention-2 Reuiezvs).
Unlike Freud or Jung, Alfred Adler emphasized conscious will as the deciding force in self-
realization. He believed that feelings of inferiorily, which he held to be universal, motivaled and
unified the personality through positive compensation, so that the striving for superiority was pursued
ultimately through a life plan modified and elevated by the instinct for social Cooperation. Since our
attitude toward life determines how we use the building blocks of heredily and environment, Adler
feit that it above all determined our relationship to the world.

Others have now created a typology based on Adler's theories. The typology of
which Friorities,
Felix's master class has adapted to graphology, describes 4 preferences, each of which avoids something
unpleasant, and each of which can be expressed positively or negatively, depending on the writer.
Those whose priority is comfort hope to avoid stress. Writings are rounded, avoid ostentation and may

, — 1
^ , ^ IV
^ fj. Avoids stress

have left trend. The pleasing priority shows a wish to avoid rejecUon. Writings show weak ego

Fears rejection
4X^^ £, j/-.ji-u

qualilies, submissiveness and tnendiiness. Lontrol is the priority of those fearing humiliaüon.
Writings are rigid. /\ i / ()
eo uo->ao J)aA-VJ rTli-jc^ OofVi)- +o u3ribL
Fears hiuniliation
tiiL
Finally, superiority is the priority of those who fear meaninglessness. These writers show a need for
attention and importance. Felix'pamphlet on Priori ties is available.

Needs to feel ^ >^Lyt^

signif icant

> AviuJj,
 /So
The Analysis of the Stro^ke . Lecture delivered by
Felix Klein, Anderson, Ind.
WE CAN ANALYZE THE STROKE FROM 5 DIFPERENT VIEWPOINTS:

1. DEGREE OP LIVELINESS OF THE STROKE

2. FLUIDITY OF THE MOVEMENT OF THE STROI^
3. DYNAMIC OF THE STROKE MOVEMENT
4. PORMS OF THE STROKE MOVEMENT
5. COLOR OF THE STROKE

It is not necessary to actually Interpret the type of stroke. In most

cases we will be able to identify the klnd of gesture it represents.
Once we know the gesture, we can Identify the Interpretation we can verify
with the character.

1. DEGREE OF LIVELINESS OF THE STROKE

In our psyche we can experience many qualities: will power, Imagination,

Observation, Judgement and feeling. All these have two ways of functioning.
Let's take for instance the will power, You can do things with your will
power without even thinlcing about it. The things you want to do come so
naturally that they are really done without any effort. There is the other
side of that coin. Things will have to be done that we really don»t want
to do, but we simply have to do them. In a way, we have to "force" that
will power of ours to work for us. I do believe thatit is possible to train
this kind of will power and my expression for this kind of will power is energy.

The natural will power, the one we are born with, enables us to follow our
desires, our longings, our rejections. We are drawn to do those things without
really being fully conscious of There is another thing, we don't even have to
.

give "direction" to the activities. The "direction" is already built-in. The

will power that is a strictly conscious effort does not have the direction built-
in. We have to give direction, strength and meaning to this kind of acting and
this is the reason why people who have little of the original will power have to
Substitute with the "artificial" one are getting so tired. A lot of their stren-
gth has to be used to accompolish the things that the one with the born will
power does effortless.

This kind of reasoning can be understood this way. The soul or the psyche has two
layers, a deeper layer where all the desires and all the things are seated that do
not need a conscious effort, and an upper layer, a surface layer where all the
things are located that do require conscious handling. The "forced" will power
is there also. The difficulty arises when there is a conflict between the two
layers. Such a conflict is possible due to the over-emphasis of the upper layer.
Such a person will try to regulate everything so much, the functlon of the lower
layer is strongly curtailed or eliminated completely. Or, there could be a deci-
sive weakness of the lower layer, requiring the upper layer to work over-time.
The results in both cases are the same. Such a person will judge without conviction
some thing to consider true, without really believing it, set up Systems of correla-
tion without the proper basis of experience, immitate feelings although remaining
cool, and to work toward a goal without really having a motive.. to have a lot of
things that fills the life and being lifeless and empty on the inside. The degree
of liveliness becomes less. Man, in such a condition, becomes less genuine. To
others and himself, he becomes a pretender.

-1-